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‘Sirand | Component ofa Standards-Based ‘Classroom Tastroction | Tearing gots (eg, essential question, ‘what students shoal understand, ‘TAG Leaming Objectives and are ‘communicated by the teacher. Instruction begins with an engagiog hook/ectivatng strategy to strengthen learning ‘All essential saps ofthe welcte eral ‘or eratve thinking strategy are introduced in prediciable and logical format. ' a that extends the learning. Content specific vocabulary i= Tastruction and aka enforce sadeats™ understanding ofthe purpose for What they are laming and its connection to ‘the world beyond the classroom. Instructors role predominantly Falitaor observed: Lecturer Tnsiructional delivery made ‘Whole Group ‘Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education peind iacra7yy pranage Dard ped packh. GC Schoot _— = inet oleser vec iz —oncoana TORE Fi GE) ‘ GE por andy walla + | expe <3’ oben “Assessinent Fema) ED + PIOSARA TS nel“ cperoepede Planing and Btn Be hag Ormaice = = = aa Cuture siskfee learning environment. WAT Berets far - te Sanaa pepe e “ are ESSE [agree ace em 8 ponerse sete above peed gies | congonets of saunas bed | sundardsSased cusrvom, piers ont meng goals | caro as ced seve prevented | he set met he ering ier tie sn ‘he ied eae om bog ly | pols wd demons Av» challenged bythe eso wok” | rca andor erative crcl enter cee ‘aking ‘Absence of major composers | While studems met the leaning | With implementation of 1520 ‘ofa standard: bused clasroom as | gals of he lesson, absence of major | ofthe components of & ‘Adapted fom GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education Borne great" Hrinkiny” observed /

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